Critical Thinking In Respiratory Care

Front 1

What is Critical Thinking?

Back 1

• A process of purposeful, self-regulatory judgement in the approach to decision-making

• Based on reason AND supported by evidence

• Rational and content-specific methods of thinking

Front 2

What is Critical Thinking?

Back 2

• Envelopes present, past & future

• Also, referred to as “Clinical Thinking, Clinical Judgement or Clinical Reasoning”

Front 3

Why do RT's need to Think Critically?

Back 3

• CT reinforces cognitive skills

• CT fosters prompt & correct adaption to changing clinical conditions

• Self-regulation ensures continuous monitoring and modifying of practice

Front 4

Cognitive Skills Associated with Critical Thinking

Back 4

Interpretation
• Categorizing, clarifying meaning

Analysis
• Examining ideas, analyzing arguments & evidence

Front 5

Cognitive Skills Associated with Critical Thinking

Back 5

Evaluation
• Assessment of claims & evidence

Inference
• Questioning evidence, alternatives, drawing conclusions

Front 6

Cognitive Skills Associated with Critical Thinking

Back 6

Explanation
• Presenting arguments, clarifying results & interventions

Self-regulation
• Examining self and correcting as necessary

Front 7

Characteristics of a Critical Thinker

Back 7

Truth-seeking
• Desires best knowledge despite personal preconceptions, beliefs & interests

Open-minded

• Non-biased and tolerant of divergent views

Front 8

Characteristics of a Critical Thinker

Back 8

Analytic
• Demands evidence, anticipates problems & consequences

Systematic
• Organized, focussed & methodical, regardless of complexity

Front 9

Characteristics of a Critical Thinker

Back 9

Self-confident
• Trusts own abilities

Inquisitive
• Curious & eager to acquire knowledge – AT ALL TIMES

Front 10

Characteristics of a Critical Thinker

Back 10

Mature
• Able to revise own judgement to ensure closure

Front 11

Application of Critical Thinking in Resp Care

Back 11

• Interpret a complex protocol or therapeutic intervention

• Analyze collected assessment data

• Evaluate effect of intervention

Front 12

Application of Critical Thinking in Resp Care

Back 12

• Allow & adopt change to intervention

• Explain & communicate results

• Self-reflect on actions for future application

Front 13

The Role of the RT

Back 13

Clinical Data
– Review records, collect & evaluate information
– Assess patient & perform diagnostic tests
– Recommend therapeutic intervention

Front 14

The Role of the RT

Back 14

Equipment
– Select, obtain, assemble, check and ensure function, maintain and clean

Front 15

The Role of the RT

Back 15

Therapeutic procedures
– Communicate with and educate patient
– Document and maintain records
– Ensure infection control
– Perform and/or assist with procedure as per scope of practice
– Communicate and inform health care team

Front 16

Enhanced Critical Thinking Skills

Back 16

Ordinary Thinking
• Guessing
• Preferring
• Grouping
• Believing
• Inferring

Front 17

Enhanced Critical Thinking Skills

Back 17

Ordinary Thinking

• Associating concepts

• Noting relationships
• Supposing
• Opinions w/o reasons
• Judgements w/o criteria

Front 18

Enhanced Critical Thinking Skills

Back 18

Critical Thinking
• Estimating
• Evaluating
• Classifying
• Assuming
• Inferring w logic

Front 19

Enhanced Critical Thinking Skills

Back 19

Critical Thinking

• Grasping principles
• Seeing all relationships
• Hypothesizing
• Opinions with reasons
• Judgements with criteria

Front 20

Strategies to Improve Critical Thinking

Back 20

• Set goals & objectives – think outside the box, reach for the stars

• Collaborate with others

• Practice & demonstrate – acquire mastery

Front 21

Strategies to Improve Critical Thinking

Back 21

• Research methodologies of practice – “Best Practice”

• Role model and mentor to other HCP’s

• Evaluate practice and perform self-analysis

• Lifelong learning

Front 22

Patient Assessment Example

Back 22

• RT is requested to consult a 2-day post-operative patient

• Patient appears drowsy & uncomfortable, HR is 130/min, SpO2 94% on room air, temperature 39.6°C

Front 23

Patient Assessment Example

Back 23

• Before doing anything else the RT believes that patient may have atelectasis

• Why and based on what criteria?

Front 24

Patient Assessment Example

Cluster of Evidence

Back 24

• post-operative condition, elevated temperature, increased heart rate, decreased SpO2

• RT will continue with overall assessment and will look to determine if other S&S support the atelectasis

Front 25

Patient Assessment Example

Cluster of Evidence

Back 25

• Further data may disclude above assumption and RT must be able to alter their thought process

Front 26

The Assessment Process

Assess

Back 26

• Perform an overview
• Question urgency/significance of data
• Recognize patterns
• Analyze
• Integrate information
• Review/Apply
(Use Feedback)

Front 27

The Assessment Process

Critical Thinking

Back 27

• Infer
• Evaluate
• Interpret
• Analyze
• Explain
• Regulate

Front 28

Bloom's Taxonomies

Back 28

Domains

• Cognitive, Affective, Psychomotor
• Performance/Competence should be progressive -

Student→Beginner→Novice→Expert

• Degree of mastery will depend on which point you are at in your learning journey